Beruflich Dokumente
Kultur Dokumente
Upper Primary
Objectives
At this stage of school education children can handle a little more complex materials and
themes. So far whatever they have grasped developed and experienced earlier can be
developed further. Following will be the objectives;
To work together on small an large projects
To encourage students for free expression and creativity.
To acquaint students with basic elements/principles of design.
Understanding the basic characteristics of different techniques, mediums and its
practical applications.
To develop an insight towards sensibility and aesthetic appreciation.
To make children understand cultural diversity by recognizing different traditional art
forms prevalent in the country.
Students who attain academic standards in the visual arts will be able to use the arts to think
and learn independently, know themselves and the world around them, and communicate in
the art forms studied. To ensure that students attain these standards and capabilities, they
must be immersed in numerous opportunities to learn about, perform, create, and evaluate
the arts.
context, with the purpose for exploration, having expression and evaluation of ideas and
feelings where units of work are developed from themes and linked by a set of activities. The
realization of context and purpose will enable pupils to see, respond and make meaningful
works and relate their work to real world experiences having meaningful themes for the
students learning experiences, which must be of interest to pupils, be relevant to their
development and environment while providing a stimulating starting point. These themes or
content can broadly be related to the following suggested fields to enable pupils to study a
range of tangible and abstract subjects and issues. Few themes, which are not exclusive,
are as follows:
i.
ii.
iii.
iv.
v.
Objects
People
Traditions
Environment
Experiences
Objects:
Objects can tell us about place and time, the practices, habits and beliefs of people. By
exploring objects from different areas and cultures, students may wish to investigate how
materials and function affect design and appearance of objects. Pupils can also develop
design concepts into utilitarian pieces or objects of beauty without a specific function.
People:
People are always curious about themselves and others. Throughout history, the human
figure has inspired the works of many artists. Students may wish to investigate appearances,
personalities, moods and attitudes of individuals and or cultures.
Traditions:
Traditions reflect ideas, concepts, values held by different people in different parts of the
country and the world. By looking at similarities and differences, students learn to respect
and appreciate the diversity of cultures.
Environments:
The themes here use the senses as a starting point and requires the students to extend their
observation and interpretation of objects and images from the world they live in. These
themes would provide avenues for expression of the natural and man-made environments
and would look at issues affecting the world.
Experiences:
The themes in this category would include events and experiences, either remembered,
imagined or evoked through the use of stimulus materials. Pupils can explore ideas,
concepts, memories and feelings, which may be universal and at the same time deeply
personal. It would involve ideas about emotion, human condition, cultural values and
identities.
Media:
The instruction of media examines howMaterials
Methods
Techniques and stylistic qualities of each or combined media communicates the work that
students make. Each medium possesses its own unique characteristics and qualities in
application. Students should be encouraged to experiment with a range of media and be
guided in aiming at the desired expression. They can mix different media for creative
interpretation and communication of ideas. Students should thus be guided to think,
understand, apply the qualities of the media in context to the objectives and effects desired
rather than be solely trained on the technicalities of the media.
Development of skills among students is not possible inside the four walls of a
classroom alone. Therefore, the teacher should give them chance by taking them in
open surroundings.
Field Visits: School garden, public place like a community park, museum, monument, craft
fair, local fair, a village pond. While at picnic, travel or tour, students can keep their
sketchbook, paper, pencils etc. with them and make quick sketches too.
Outdoor Sketching: Sketching outside classroom is a fruitful activity for students. In school
premises, trees, plants or any part of the school building can be sketched. Taking students
outside classroom is a very challenging job for a teacher. The activities should be planned
properly. Therefore, before taking the students out, they should be instructed properly
regarding their conduct and the objectives of the activity.
Celebration of National Days: Teachers can encourage students to prepare posters,
placards and invitation cards related to celebrations of national days like Republic Day,
Independence Day, etc. Teachers can guide students in groups to research historic
characters and events of significance.
Festivals, special days: Festivals, rituals, holidays, birthdays of national leaders are
important occasions. Students can be asked to research about their significance, history and
importance. They can interview their families and community members about their past
memories of celebrations. Dances, songs, drama, and food festivals can be organized in
collaboration with artistic decoration of classroom with the help of the teacher.
Visit to a Museum, Gallery, Exhibition, Monuments, a Religious sites: Information
regarding man, animals and birds, culture, art, science, etc., from prehistoric to space age
can be found in different museums. It has a utility and correlation with all subjects and
students can benefit immensely if trips can be arranged. Students should be taken to
exhibitions. It is an opportunity to expose them to modern and traditional forms of art. While
seeing and discussing the exhibited works, students become aware of different art forms,
their origin, technique of preparation etc. Exhibitions can also be organized in school
premises where students can display their own works in rotation. Religious sites are an
excellent place to develop a sense of respect, pride and awareness towards sculpture,
scriptures as well as architecture, traditions and historic information.
Class VI
Content
Object based exercises
Learn to create simple one or two objects.
Attempt to observe and draw objects through a grid using
measurements and construction lines as instructed by the
teacher.
Cut out objects from magazines/books or trace outlines of
objects and fill them up with your own creative
images/designs/colours.
Paint interiors emphasizing on objects and arrangement (my
room, kitchen, inside a library, barber shop etc.)
Understand the colour chart, colour mixing (create a chart in the
shape of an object you like
People based Exercises
Attempt to paint simple subjects such as my school, birthday
party, picnic, shops and shopkeeper, rainy day etc.)
Use simple images to paint people in imaginary settings such as
my room inside a tree trunk, walking through a water pipe (helps
to heighten both fantasy and joy of imagination)
Learn to draw and sketch simple figures of a boy or girl from life
in the class.
Use old photographs from family album and associate each
member with colours, shapes or forms that the student is
reminded of.
Tradition Based Exercises
Talk to elders at home and research and draw their existence in
traditions or different earlier timelines (culturally, traditionally
oriented exercise)
Drawing and painting based on various traditional and
mythological stories/epics or religious tales (references can be
taken from comics like amar chitra katha, calendars, actual wall
paintings, historical sites etc.)
Methods
Material
Drawing:
contour line, rendering,
value,
shading,
crosshatching
Painting:
wet-on-wet, wet-on-dry, sponge, wash, poster colours, watercolor,
crayons; variety of surfaces,
watercolor techniques of sponging
brushes and paint
applicators
Printmaking:
found objects, printing ink,
relief, frottage (rubbing)
stencil
Ceramics:
Sculpture /architecture:
carving,
additive,
modelling, constructing
Fibers:
Class VII
Content
Object based exercises
Select objects of daily use such as bottles, pots, keys, spoons etc.
and arrange them to understand space, arrangement and design
and development of drawing
Use waste or discarded objects such as lids, threads, buttons,
beads, mirrors, etc. with a painting medium. To be decorated with
folk or regional elements or inspiration (as instructed by teachers)
Study of objects through conscious arrangement to develop both
skill as well as observation (still life with drapery, pots, utensils,
books)
Print, emboss with simple objects such as coins, combs, leaves,
etc. to learn about texture, simple shading and impressions
(recommended use with printmaking and sculpture)
People based Exercises
Learn to draw the basics of a human figure. Draw the basic
proportionate divisions (teacher instructed and demonstrated
exercise)
Learn how to paint/ colour the human figure with experimental
drawing and colour approach
Collect pictures of human forms in different postures and actions
to form a ready reference album (retrieved from magazines,
books, newspapers, photographs etc.)
Paint/colour the human figure from a more involved and sensitive
approach such family members engaged in different activities at
home, a family picnic or dinner, getting ready for school, birthday
party etc.
Tradition Based Exercises
Draw and paint from topics, which involve and explore traditions
through festivals such as Dusshera, Diwali, Id, Gurupurab,
Methods
Material
Drawing
Contour line, rendering, sketching, value, Pencils, colored pencils,
markers, chalks, crayons, oil
shading, crosshatching, stippling
pastels, charcoals
Painting
Wet-on-wet, wet-on-dry, sponge, wash, Tempera,
watercolor,
watercolor techniques of sponging, watercolor crayons; variety of
salting, and masking
surfaces, brushes and paint
Printmaking
Relief (linoleum cutting),
Ceramics
paper
Class VIII
Content
Object based exercises
Objects to be selected by the teacher to make students
understand light and shade, texture and arrangement (to be
drawn and shaded) .
Learn to create simple objects such as matchbox covers, book
covers, pens, shoes etc using decorative native elements
alongside modern options. (Use the resources from local folk
arts and traditions)
Draw and paint objects that heighten emotions in a composition
such as festivity and joy, sadness and sorrow. (Interactive
discussions recommended)
Personalise and create objects on nature, flora and fauna such
as a hairclip in the form of a butterfly or a rabbit or a shoe.
(Material/craft based)
People based Exercises
To draw the movement capable in a human figure or a group of
figures in an arranged space or abstraction.
To paint the human figure with colour, the colour used to
heighten the aspect of time and space, in occupation or
relaxation.
Draw and paint figures from mythology, history to understand
distinctions and differences in the approach to the human figure.
(Discuss iconography)
Paint the human figure in composition topics involving
movement such as sport activities, football matches, cricket, or
dancing and theatre etc.
Tradition Based Exercises
Draw and paint traditional but personal themes from and
involving tradition such as marriage in the family, birth etc.
To draw and develop designs for traditional crafts such as
Methods
Material
Drawing:
colored
Contour line, rendering, sketching, value, shading, Pencils,
pencils,
markers,
crosshatching, stippling, one-point perspective
chalks, crayons, oil
pastels, charcoals,
pastels,
contecrayon
Painting:
wet-on-wet, wet-on-dry, sponge, wash, resist, Tempera
watercolor techniques of sponging, salting, and watercolor,
watercolor crayons;
masking
variety of surfaces,
brushes and paint
applicators
Printmaking:
found objects,
calligraphic, relief (linoleum cutting), silkscreen.
printing ink, stencil,
textile ink
Ceramics:
pinch and pulled forms, slab, drape mold, coil, modelling clay, clay
substitutes, glazes,
surface decoration techniques, incising
stains, paint
Sculpture/Architecture/Jewellary:
carving,
additive,
subtractive,
constructing, casting, enameling
foam, copper
Fibers:
pulling threads, weaving, stitchery,
wrapping techniques, braiding, basketry
Mixed media:
tying
computer,
New Media:
computer processes and introduction to basic design interactive
computer
software
programs, camera,
digital camera,
photography
Secondary Stage
Objectives
At the secondary stage of school education students will have the choice of opting for one of
the following arts education subjects: arts, music, dance or theatre. The experience of free
and creative expression, acquaintance with the basic elements of arts and design at upper
primary stage, have helped the students develop required aesthetic sensibility and skills in
different media and techniques, which should enable them to select visual arts as medium of
expression at secondary stage of school education.
Joyful experience
To refining aesthetic sensibilities based on earlier experiences.
To expose the learner to the cultural diversity of the country through folk art forms,
local specific arts and other cultural components leading to an awareness and
appreciation of national heritage.
To develop a perspective of artistic and creative expression through experimentation
with different tools, techniques and medium in two and three dimensional visual art
forms. values for social and cultural harmony leading to global peace.
Theory of Arts
Suggested activities for class IX
At this stage, theory should be included alongwith the practical study. In theory, students can
be made aware about contemporary artists, their style of working, paintings, sculptures,
relief works in architecture of various periods. Art history to come as various isms and style
then leading on to more information on artist who specially interest the child rather than
impose study of work of certain artist etc. It would be advisable if a sense to critically analyze
art works, as how and why works of art, craft and design change over in various times and
from one place to another can be developed among them. They can also review their own
and others work and express their own views about it by seeing and observing original
works and reproductions, going to galleries and museums, and using the Internet.
Community based project work can also be given to them.
Tradition
based
Environment
based
Objects
based
People based
Environment
based
Approximate no.
of Assignments
Two Dimensional Art
Forms :
04
Works,
using
different mediums and
material
ThreeDimensional
Art
Forms:
04 assignments, using
different mediums and
material
Objects based
People based
Evaluation
Note: Art teacher are advised to maintain, process record diary (Log book type) to make
note of interesting observations such as;
(1)Individuality / originality (2) Initiative (3) Sustainability
(4) Interest (5) Artistic ability (6) Skill of handling medium
(7) Artistic & social behavior (8) Joyfulness / maternal satisfaction (9) Involvement
Theory component to be given with practical.
2-D Arts; Methods & techniques; Drawing, Painting, Still life, printing, life drawing,
composition, collage, wall painting, posters, Alpama / Rangoli / Mandra / Folk art
forms etc.
Tribal computer Graphics: Animations
(B)
3-D animation.
Folk / Tribal Art
(C)
(E)
Elements of Arts:
Sculptures:
(Any 2 Sculptures of every period giving brief introduction).
- Indus valley (They must have read in this till 8th standard).
- Mauryan Period
- Gupta Period
- Folk Art
- Modern / Contemporary
B.
Paintings;
- Ajanta and the mural traditions
- Miniature Paintings
- Contemporary Paintings
- Folk Art
C. Visit to Art / Craft museum / Art Galleries (report)
Visit / field trip to ; national / historical monuments
(report / photo coverage / pencil sketches)
Elements of composition
Principles of composition
Materials
Media of composition
Sculpture
Applied Arts
The syllabus for theory paper will be covered with two periods per week through both the
terms of the year. The syllabus for practical will be covered with six periods per week
through both the years. Sessional work will be allotted two periods per week.
The
Painting
Introduction
The course in Painting at Senior Secondary stage as an elective subject, which is aimed to
develop aesthetic sense of the students through the understanding of various important well
known aspects and modes of visual art expression in Indias rich cultural heritage. It
encompasses a wide range of practical exercises in drawing and painting to develop among
the young students, their mental faculties of observation, imagination, creation and technical
skills required for their expressions of environment and human beings.
Objectives
Theory (Outline History of Indian Art)
The objective of including an introduction to the history of Indian Art for the students is to
familiarize them with the various styles and modes of art expressions from different parts of
India. This would enrich their vision and enable them to appreciate and develop an aesthetic
sensibility to enjoy the beauty of art objects. The students will also have an opportunity to
observe and study the evolution of the morphological mutations and synthesis with other
styles and the rise of an altogether new style. The students should be made aware of art as
a human experience. The teachers should be able to expose them to the wide range of
artistic expressions, the media and the tools which were used.
The history of Indian Art is a long one. Hence the students would be acquainted with brief
glimpses of the development of Indian painting and sculpture, as are required for concept
formation. Examples included in the course of study are selected because of their aesthetic
qualities and are intended mainly as guidelines.
This paper is compulsory and common to all the three Visual Art courses. Students
should be taken for visits to Museums and a number of monuments. Group projects
in different periods of Indian art must be assigned to them.
Practical
The purpose of introducing practical exercises in Painting and other subjects is to help and
enable the students:
To develop skill of using drawing and painting material (surface, tools and equipments
etc.) effectively.
To sharpen their observation skills through study of common objects and various
geometrical and non-geometrical (i.e. organic) forms found in life and nature.
To develop their skills to draw and paint these observations.
Class XI (Theory)
One Paper
Time: 2 Hours
Units
30 Marks
Marks
2.
3.
30
________________________________________________________________
Unit 1: Beginning of Indian Art in Indus Valley culture:
Harappa, Mohanjo daro (Pakistan) and Lothal, Dholavira, Ropar, Kalibangan etc. in India.
Seal:
(i)
Bull (Mohenjo-daro)
Stone, 2.5x2.5x1.4 cm
(Collection: National Museum, New Delhi).
Unit 2: Buddhist, Jain and Hindu Art (3rd century B.C. to 8th century A.D.)
General Introduction to Art, during Mauryan, Shunga, Kushana and Gupta periods:
Study of following Sculptures:
(i)
(ii)
(iii)
(iv)
(v)
(vi)
Jain Tirathankara
Stone,
5th Century A.D.
(Collection: State Museum, Lucknow U.P.)
Introduction to Ajanta
Location, period, Dynasty No. of caves, difference between Chaitya and Vihara, Paintings
and Sculptures, subject matters and technique.
Study of Following
Painting and Sculpture:
(i)
(ii)
Unit 3: Rock cut and Temple sculpture, Bronzes and Indo - Islamic Architecture: (6th
century A.D. to 13th century A.D.)
Artistic aspects of Indian Temple Architecture and placement of sculpture based on the
example of Lakshman Temple at Khajuraho (10th Century).
Study of following sculptures from Rock cut monuments and temples:
(i)
(ii)
Ravana shaking Mount Kailash, Stone (Rashtrakuta, 8th Century A.D.) Ellora,
Maharashtra.
(iii)
(iv)
Dancing figures, Stone Sun Temple (Ganga Dynasty, 13th Century A.D.
Konark,
Orissa).
(v)
Mother and Child White marble (Vimla Shah Temple, Solanki Dynasty, 13th
Century A.D. Dilwara, Mount Abu, Rajasthan).
Bronzes
(i)
Introduction to Indian Bronzes
(ii)
(ii)
Devi (Uma),
Chola Period 11th Century A.D.
(Collection: National Museum, New Delhi)
Introduction
(ii)
(iii)
Class XI (Practical)
One Paper Time: 6 Hours
70 Marks
Marks
25
2. Painting: Composition
25
3. Sessional Work
20
________________________________________________________________
Simple exercises of basic design in variation of linear, geometric and rhythmic shapes
printed pictures, textures etc. use of computer for understanding design and composition.
(iii)
Five selected nature and object study drawings in any media done during the
session.
(ii)
Note: The timetable to be so framed as to allow the students to work continuously for
minimum of two periods at a stretch.
Class XII(Theory)
One Theory Paper
2 Hours
30 Marks
Marks
10
10
3. The Bengal School of painting and the modern trends in Indian art
10
Unit 1:The Rajasthani and Pahari Schools of Miniature Painting (16th Century
A.D to 19th Century A.D.)
(i)
(ii)
School
Mewar
Mewar
Bundi
Kotah
Kishangarh
Bhilwada
School
Basohli
Guler
Kangra
Guler or Kangra
Unit 2: The Mughal and Deccani Schools of miniature painting (16th Century
A.D. to 19th Century A.D.)
(A)
(i)
(ii)
Title
Painter
School
Basawan
Akbar
Jagannath
Akbar
Abul Hassan
Jahangir
Falcon
Ustad Mansoor
Jahangir
Shajahan
Marriage procession of
Haji Madni
Provincial
of Madonna
Dara Shikoh
Mughal (Oudh)
(B)
(i)
Origin and development of the Deccani school and Main features of the Deccan
School.
(ii)
Title
Painter
School
Bijapur
b. Raga Hindola
Ahmednagar
Unit 3: The Bengal School and the modern trends in Indian art
(i)
(ii)
Journeys End
Abanidranath Tagore
(ii)
Parthasarthi
Nandlal Bose
(iii)
Painting based on
M.A.R. Chughtai
Ghalibs Poetry
(ii)
Jamini Roy
(iii)
Female Face
Rabindranath Tagore
(iv)
Hill Women
(ii)
Mother Teresa
M.F. Hussain
(ii)
Birth of Poetry
K.K. Hebbar
(iv)
Gossip
N.S. Bendre
(iv)
Tantric Painting
G.R. Santosh
(v)
K.C.S. Pannikar
(vi)
Children
Somnath Hore
Sculptures
(i)
Standing Woman
Dhanraj Bhagat
(ii)
Cries Unheard
(iii)
Ganesha
P.V.Jankiram
(iv)
Figure
Sankho Chaudhuri
(v)
Dhanpal
Note: The names of artists and their artwork as listed above are only suggestive. Teachers
and students may select them according to their own resources. However, the questions will
be set from the above mentioned art works only.
Time: 6 Hours
70 Marks
Marks
Drawing:
1. Nature and Object Study
25
2. Painting: Composition
25
3. Sessional Work
20
________________________________________________________________
Drawing:
Unit 1: Nature and Object study
Studies on the basis of exercises done in class XI with two or three objects and drapery for
background. Exercises in pencil with light and shade and in full colour from a fixed point of
view. Studies of human figure with similar approach.
Unit 2: Painting
Imaginative painting based on subjects from life and or nature in water and poster
colours with experiments of colour values as well as emotional expressions.
Unit 3: Sessional Work
(a)
Five selected nature and object study exercises in any media done during the
session, including minimum of two still-life exercises.
(b)
Five selected works of paintings done by the candidate during the year.
(c)
These selected works prepared during the course of study by the candidate and certified by
the school authorities as the work done in the school will be placed before the examiners for
assessment.
Note: The time-table to be so framed as to allow the students to work continuously for
minimum of two periods at a stretch.
25 marks
(i)
Drawing
10
(ii)
Treatment of media/colours
10
(iii)
Overall presentation
(ii)
(iii)
25 marks
10
10
(ii)
10
10
(A)
Instructions for selection of the objects for Drawing Nature and Object
Study:
1.
The examiners, are to select/decide two or three suitable objects in such a way so
that natural and geometrical forms may be covered in the group of objects.
(i)
Natural forms; large size foliage and flowers, fruits, and vegetable etc.
(ii)
2.
3.
A natural object which is seasonal and locally available near the examination centre,
must be included in the group of objects. The natural-objects should be
purchased/arranged only on the day of examination so that its freshness may be
maintained.
4.
Two pieces of cloth for background and foreground, keeping in view the colours and
tones of the draperies in different colours (one in dark and other in light tone) are also
to be included among selected objects.
(B)
Some identified areas of the subjects for Modelling in Relief are given below in which some
more areas may also included:
(i)
Nature Study;
(ii)
(iii)
(iv)
(v)
(vi)
(vii)
Personal activities;
(viii)
Candidates should be given one hour break after first three hours.
2.
Work of candidates, for Part I, II and III, is to be evaluated on the spot jointly by the
external and internal examiners.
Each work of Part I, II and III, after assessment is to be marked as examined and duly
signed by the external and internal examiners jointly.
Sculpture
Introduction
The course in Sculpture at Senior Secondary stage as an elective subject is aimed at
developing aesthetic sense of the students through the understanding of various important
well known aspects and modes of Visual Art expression in Indias rich cultural heritage. It
encompasses a wide range of practical exercises in making of sculptures in various media
for developing their mental faculties of observation, imagination and creation, along with
technical skills and familiarity with structures of natural objects human and animal anatomy.
Objectives
(A) Theory (History of India Art)
Note: As the syllabus of Sculpture (Theory) is the same as that of Painting and Applied Art,
its objectives are same.
Practical
The aims of teaching sculpture is to introduce the student to the fundamentals of making
sculptures. All assignments should be designed to understand problems of volume, weight,
play of form in space light conditions etc., as distinct from two dimensional rendering.
Class XI (Theory)
One Paper
Time: 2 Hours
Units
30 Marks
Marks
30
Class XI (Practical)
One Paper
Time : 6 Hours
70 Marks
2.
3.
25
25
Sessional Work
20
________________________________________________________________
Unit 2:
(a) Modelling in Relief on given subjects from life and nature.
(b) Modelling is round based on given subjects from Human figure, Head Study, animal and
bird forms, foliage, vegetable and fruit; (c) handling of clay and its techniques, pinching,
coiling, rolling etc. (c) use of computer for understand of three dimensional volume and
space.
Class XII(Theory)
One Theory Paper
Time: 2 Hours
30 Marks
Marks
30
Time : 6 Hour
70 Marks
Marks
25
25
3. Sessional Work
20
________________________________________________________________
Four pieces of Works prepared during the course selected by the candidate and certified by
the school authorities as work executed in the school are to be placed before the examiners
for assessment.
*Modelling of simplified human figures, birds, animals and plants in relief and round.
Geometrical shapes like cube, cone, cylinder, etc., and their composition in relief as an
exercise in design study of textures. Use of plaster of Paris.
Note:
The time table to be so framed as to allow the students to work continuously for
25 Marks
10
(ii)
Handling of media
10
(iii)
25 Marks
(i)
10
(ii)
Handling of media
10
(iii)
20 Marks
Format of Questions
Unit I: Modelling in Relief:
A Sculpture in Relief (low/high) on any one of the given five subjects, The size should be
within 25 to 30cm. (horizontally or vertically) and about 4cm in thickness from the board.
(Note: Any five suitable subjects for Modelling in Relief are to be decided by the external
and internal examiners jointly in accordance with the instructions).
part II.
Instructions to decide the subjects for Modelling in Relief and Round:
1.
The examiners are to select/decide five subjects suitable for modelling in relief and five
subjects for modelling in round. The subjects of modelling in round are to be conveyed
to the candidates strictly just before the start of the examination for Part II.
2.
Each subject should be so designed that the candidate may get a clear idea of the
subject, however, a candidate can perceive a subject in his/her own way. Distortion of
human/animal forms may be allowed.
3.
4.
The examiners are free to decide the subjects but they should be according to the
standard of class XII and environment of the school/candidates. Some identified areas
of the subjects for Modelling in Relief are given below in which some more areas may
also included:
4.
(i)
Nature Study;
(ii)
(iii)
(iv)
(v)
(vi)
(vii)
Cultural activities;
(viii)
- Chintaman Kar.
2. Exploring Sculpture
- Michael F. Andrews.
7. Modern Sculpture
Posters,
magazine
Bibliography
Books published by NBT
Pran Nath Mago
Contemporary Art in India
A perspective
Jasleem Dhamija
Indian folk Arts and Crafts
Krishna Deva
Temples of North India
K.R. Srinivasan
Temples of South India
Alokendranath Tagore
Abhanindranath Tagore
Dinkar Kawshik
Nandalal Bose
Madhu Powle
Festival of Colours
Badri Narayan
Find the Half Circles
Ella Datta
Lines and colours
Discovering Indian Art
Upinder Singh
Mysteries of the Past;
layout,
illustration
Applied Arts
Introduction
The Course in Applied Art at Senior Secondary stage as an elective subject is aimed at
introducing the students to the field of visual design and communication for advertising and
marketing of products through the print and electronic media. It encompasses also a wide
range of practical exercises in developing the mental faculties and technical skills for
effective communication of message and imaginatively designed in the format of posters,
magazine layout, illustration, animation and television ads.
Objectives
Theory (History of Indian Art)
Note: As the syllabus of Applied Art (Theory) is the same as that of Painting and Sculpture,
its objectives are also the same.
Practical
The purpose of introducing practical exercise in Applied Art (Commercial Art) is to help and
enable the students to develop professional competence in making model drawing lettering,
layout preparation and poster so that they can link their lives with productivity.
Class XI (Theory)
One Paper
Time: 2 Hours
Units
30 Marks
Marks
30
1.
2.
3.
Note: The Syllabus of Applied (Theory) for Class XI is the same as that of Painting and
Sculpture for Class XI given earlier.
Class XI (Practical)
One Paper
Time: 6 Hours
70 Marks
Marks
25
25
3. Sessional Work
20
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(ii)
(iii)
(b) Layout
Making a simple layout with lettering as the main component.
(c)
8 marks.
8 marks
4 marks
Note: The time table to be so framed as to allow the students to work continuously for
minimum of two periods at a stretch.
Time: 2 Hours
30 Marks
Marks
10
10
10
________________________________________________________________
Note: The Syllabus of Applied Art (Theory) for Class XII is the same as that of Painting and
Sculpture for Class XII given earlier.
Times: 6 Hours
70 Marks
Marks
1. Illustration
25
2. Poster
25
3. Sessional Work
20
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Unit 1: Illustration
Study of techniques of Illustration on given subjects and simple situations supported by
drawing from life and outdoor sketching using media suitable for painting
Unit 2 : Poster
Visualization of a poster with specified data and slogan on a given subject in more than two
colours, incorporating elements of computer graphics.
(ii)
(iii)
(iv)
Note: The time table to be so framed as to allow the student to work continuously for
minimum of two periods at a stretch.
10
(ii)
10
(iii)
10
(ii)
(iii)
10
10
10
Note: Any five suitable subjects for poster design decided by the external and internal
examiners jointly in accordance with the instructions and are mentioned here, strictly
just before the start of the examination for part II.
(ii)
Professional/professions.
(iii)
(iv)
(v)
(vi)